英语专业本科《综合英语》授课教案

英语专业本科《综合英语》授课教案第一册Lesson Plan For Contemporary College English(BookⅠ)Lesson 1 Half a Day By Naguib MahfouzⅠ.教学内容1. 热身；2．作者：教育与背景；主要著作；创作观；3．作品赏析：结构分析；如何赏析文学作品；扩展式讨论；4．写作技巧：省略疑问句和修辞疑问句；倒装句；―with‖独立结构；5．语言理解：长难句解析；核心词汇学习；介词练习；构词法：前缀；6．课堂讨论；7．练与讲。

Ⅱ.教学目的1. 了解作者及其背景知识；2．熟悉本文使用的写作手法；3．掌握修辞疑问句、倒装句等修辞手法；4．熟练掌握三类构词法；5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。

Ⅲ.教学重点与难点1. 文学作品的赏析；2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；―with‖独立结构；3．构词法：前缀；4．课文的写作背景与主题。

Ⅳ.教学方法采用讲授、问答、讨论、模仿、练习、多媒体等方法对学生进行启发式教学。

Ⅴ.教学过程Step1. Question Discussing for Warming-up (10 minutes)Step2. Background Information (40 minutes)1. Naguib Mahfouz——Education & Background（纳吉布•马福兹所受教育和一般背景）Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. He studied philosophy at King Faud I (now Cairo) University, graduating in 1934. He worked in university administration and then in 1939 he worked for the Mini-stry of Islamic Affairs. He was later Head of the State Cinema Organisation at the Ministry of Culture. He also worked as a journalist.Although widely translated, his works are not available in most Middle Eastern countries because of his support of Sadat's Camp David initiative. In 1994 he survived an assassination attempt by Islamicextremists. He is married, has two daughters and lives in Cairo.He died on Aug. 30, 2006.Naguib Mahfouz —— important works（纳吉布•马福兹的主要著作）●Naguib Mahfouz was the first Arab to win the Nobel prize for literature, in 1988. He has been describedas “a Dickens of the Cairo cafés ”and “the Balzac of Egypt”.●He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200articles. Half of his novels have been made into films which have circulated throughout theArabic-speaking world.●Mahfouz began writing when he was 17. His first novel was published in 1939 and ten more werewritten before the Egyptian Revolution of July 1952, when he stopped writing for several years. One novel was republished in 1953, however, and the appearance of The Cairo Trilogy in 1957 made him famous throughout the Arab world as a depictor of traditional urban life.●Works of his second writing period:The Children of Gebelawi (1959)The Thief and the Dogs (1961)Autumn Quail (1962)Small Talk on the Nile (1966)Miramar (1967)several collections of short stories.3. Naguib Mahfouz —— how he pictures the world（作者笔下的世界：无尽的拼搏与悲剧的人生）The picture of the world as it emerges from the bulk of Mahfouz's work is very gloomy indeed, though not completely despondent. It shows that the author's social utopia is far from being realized.Mahfouz seems to conceive of time as a metaphysical force of oppression. His novels have consistently shown time as the bringer of change, and change as a very painful process, and very often time is not content until it has dealt his heroes the final blow of death. To sum up, in Mahfouz's dark tapestry of the world there are only two bright spots. These consists of man's continuing struggle for equality on the one hand and the promise of scientific progress on the other; meanwhile, life is a tragedy.Step3. Text Appreciation (50 minutes)1. Structure of the text (10 minutes)The text can be conveniently divided into three parts. In the first part (para.1-7), we learn about the boy‘s misgivings about school. He found it hard to be away from home and mom, and thought school was punishment. The second part (para.8-16) describes how the boy felt about school. He found that life at school was rich and colorful in many ways, although it also required discipline and hard work. In the last part of the text, the boy walked out of the school to find that the outside world had changed beyondmeasure and that he had grown into an old man.2. How to appreciate literature (15 minutes)Plot of the story:Setting of the story:Protagonist v.s. Antagonists:Drama of the story lies in:Writing technique: (Have you ever read a story using the similar technique?)Theme of the story:3. Further discussion (15 minutes)A. Read the following suggestions made by the father. Which ones do you agree with and which ones not?Have you ever been given some suggestions by your parents when entering the university? List them out.1) School is a place that make useful men out of boys.2) Don‘t you want to be useful like your brothers?3) Put a smile on your face and be a good example to others.4) Be a man.5) Today you truly begin life.B From the description between Para.8 and Para.16, we can see different aspects of school life. Try to listas many aspects as possible in the following table.C In the last part of the text, the boy walked out of the school to find that the outside world had changedbeyond measure. How might he feel about the changes? List exact words that support your choice.D．After-class thinkingAfter reading the story, do you feel emotionally or spiritually touched? Why or why not?Step4. Writing devices(30 minutes)1.Elliptical question（省略疑问句）“Why school?” I asked my father. e.g.A: Headmaster: We want you to go and tell the boy‘s parents the news.B: Teacher: Why me?Father: We‘ll go to Tianjin this weekend.Daughter: What for?/ Why this weekend?/Why Tianjin?2．Rhetorical question（修辞疑问句）“What have I done?”Don’t you want to be useful like your brothers? e.g.Can‘t you see I‘m busy? (Don‘t disturb me!)What good is a promise for an unemployed worker?Does nothing ever worry you?Please give more examples.3. Inverted sentences(倒装句)… here and there stood conjurers showing off their tricks, or making snakes appear from baskets.Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.More examples:There are some exceptions to this reaction.Were there no air on the earth, there would be no life on it.In no case should we waste our time.There goes the bell.Away hur ried the customers.4. “with” absolute structure(with‖独立结构)Then there was a band ..., with clowns and weight lifters walking in front.More examples:He stood there with a stick in his hand. (with + n. + prep.)Paul soon fell asleep with the light still burning. (with + n. + participle)She can‘t go out with all these dishes to wash. (with + n. + to do.)He was lying on the bed with all his clothes on. (with + n. + adv. )Step5. Language Understanding （60 minutes）1. Sentence Paraphrase (20 minutes)1) They did not make me happy, however, as this was the day I was to be thrown into school for the firsttime.（What does ―they‖ refer to?What does the narrator imply by using ―to be thrown into school‖? ）2)My mother stood at the window watching our progress, and I turned towards her from time to time, hopingshe would help.（What does ―progress‖ mean here?What kind of help could his mother offer?What does the sentence tell us about the boy‘s relationships with his parents?）3) a street lined with gardens …：a st reet where there are gardens … along both sideslined with …: past participle phrase used here to modify ―a street‖. It can be regarded as a relative clause cut short, eg.a novel (that was) written by Charles Dickens/personal computers (that are) made in China4.) I did not believe there was really any good to be had in tearing me away from my home and throwing meinto the huge, high-walled building.There is no good to be had in doing sth.It is no good/use doing sth.5).from each floor we were overlooked by a long balcony roofed in wood.：… on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen. Or… from the balcony on each floor of the building people could see the pattern into which we formed.6) Well, it seemed that my misgivings had had no basis.：Well, perhaps my doubt, worry and fear about what school would be like were all groundless. OrWell, it seemed that I was wrong to think that school was a dreadful place.7.) In addition, the time for changing one‘s mind was over and gone and there was no question of everreturning to the paradise of home.：There is no question (of doing): there is no possibilityBesides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back.8.)Nothing lay ahead of us but exertion, struggle, and perseverance.：nothing but: onlyWe would have to do our best and keep working very hard until we finished school. This is what Iimagined our school days would be like. OrThe kind of life that was waiting for us at school would be full of exertion, struggle and perseverance. 9.)Those who were able took advantage of the opportunities for success and happiness that presentedthemselves.：to present itself/ themselves: (formal) to appear, happenIf there came opportunities, capable students would seize them to achieve success and happiness.2 Word Study (20 minutes)1.) to make sb./sth. (out) of sb./sth.It‘s a place that makes useful men out of boys.(make boys become useful men) eg.The army made a man of him.He said the Government were frightened of nothing. The real trouble was we were making a mountain out of a molehill.2.) There is no good to be had in doing sth.：It is no good/use doing sth.e.g. There is no good to be had in buying a boat when you don‘t have enough spare time to use it.It‘s no good crying over spilt milk.It is worth doing well what is worth doing.it is no (not much) goodit is no (not any, hardly any, little) useit is uselessit is not the slightest useit is worth(worthwhile)there is no (no good, no use)There is no denying that women are playing an important role in the world today.3.) to tear sb. away from a place：to (make sb.) leave a place or a person unwillingly because one has toeg. Can‘t you tear yourself away from the TV for dinner?4). to cling to sth.：to hold tightly; not release one‘s grip oneg. The little child clung to his mother for comfort.Some of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below.She still clings to the belief that her son is alive.5.) burst into (tears, sobs; laughter, a guffaw, song)：begin, suddenly and/or violently, to cry, laugh, singetc.eg. Aunt Annabel, who has been nervous and jumpy lately, suddenly burst into tears.As the comic got into his stride, the audience burst into hoots of laughter.cf.：The aircraft turned on its back and burst into flames.The orchards seemed to have burst into blossom overnight.I mentioned the incident later to a tailor friend and he burst out laughing/crying.6) sort people into ranks：put ... in order; arrangee.g. They sorted the apples according to size into large ones and small ones.cf.：She spent a happy afternoon sorting out her coins and stamps.It‘s no good standing back and waiting for things to sort themselves out.7）．to resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solution eg.e.g. Terrorists resorted to bombing city centers as a means of achieving their political aims.These are means we have never resorted to to obtain information.8）．to present oneself: to appear, happeneg. When the chance to study at Harvard presented itself, I jumped at it.He was ordered to present himself at the chairman‘s office at nine o‘clock next morning.Step6. In-class discussion and presentation (40 minutes)1. If you had only half a day left to live, what would you most want to do? List the top five things youwould do and give us your reason.2. Suppose the narrator found his home at last. What would happen after that?3. Work in group. Make up your own story of ―Half a Day‖ and perform it.Step7 Textbook exercises (70 minutes)1. In-class news report2. In-class dictation 3．P.11-P. 21 (Contemporary College English 1)Step8 Homework1. Paraphrase the following sentences taken from the text.1)．We were formed into an intricate pattern in the great courtyard surrounded by high buildings.2)……; from each floor we were overlooked by a long balcony roofed in wood.3.) Well, it seemed that my misgivings had had no basis.4.) Our path, however, was not totally sweet and unclouded.5.) It was not all a matter of playing and fooling around.6.) Rivalries could bring about pain and hatred or give rise to fighting.7.) In addition, the time for changing one‘s mind was over and gone and there was no question of everreturning to the paradise of home.8.) Nothing lay ahead of us but exertion, struggle, and perseverance.9.) Those who were able took advantage of the opportunities for success and happiness that presentedthemselves.10）. How did these hills of rubbish find their way to cover its surface?2Pick out idiomatic expressions in the text as many as possible.( write the English phrase and their Chinese meanings)(p13 on the textbook)3. Write a composition with at least 150 words. The title is “My First Day at College”.Ⅵ. 教学反思Unit 2 Going HomeⅠ.教学内容1. 热身；2．作者：教育与背景；主要著作；社会背景；3．作品赏析：结构分析；如何赏析文学作品；扩展式讨论；4．写作技巧：现在分词和过去分词；if条件状语从句；5．语言理解：长难句解析；核心词汇学习；构词法；6．课堂讨论；7．练与讲。

教案教学计划封面：教案名称：《综合英语》课程类型：专业基础课授课对象：大一学生授课教师：课时安排：本学期共32课时，每周2课时教学目标：1. 提高学生的英语听、说、读、写综合能力。

2. 培养学生的英语思维和跨文化交际能力。

3. 扩大学生的词汇量，提高语法运用水平。

4. 使学生能够熟练运用英语进行日常交流和学术研究。

教学内容：第一章：英语语音知识1.1 音标及其发音规则1.2 音节、重音、连读和语调1.3 语音练习第二章：英语词汇与短语2.1 词汇分类与记忆方法2.2 短语的用法和搭配2.3 词汇拓展与练习第三章：英语语法3.1 基本语法规则3.2 时态和语态3.3 句型变换和句子结构3.4 语法练习第四章：英语阅读理解4.1 阅读技巧与策略4.2 文章类型与结构4.3 阅读练习与讨论第五章：英语写作与口语5.1 写作技巧与策略5.2 口语表达与交际场景5.3 写作与口语练习教学方法：1. 采用任务型教学法，以学生为主体，教师为引导者。

2. 充分利用多媒体教学手段，提高课堂趣味性和互动性。

3. 组织小组讨论、角色扮演等课堂活动，激发学生的学习兴趣。

4. 注重个体差异，给予学生个性化的指导和反馈。

评价方式：1. 平时成绩：课堂表现、作业完成情况、参与度等（30%）2. 期中考试：语音、词汇、语法、阅读、写作、口语等（30%）3. 期末考试：综合考察学生的英语听说读写能力（40%）教学资源：1. 教材：《综合英语》2. 辅助教材：《英语语法大全》、《英语阅读理解》等3. 多媒体教学课件4. 网络资源：在线英语学习网站、英语电影、音频资料等教学进度安排：每周两课时，共计32课时。

具体安排如下：第一章：4课时第二章：4课时第三章：4课时第四章：4课时第五章：4课时剩余课时用于复习、考试和机动安排。

教案教学计划封面：教案名称：《综合英语》课程类型：专业基础课授课对象：大一学生授课教师：课时安排：本学期共32课时，每周2课时教学目标：1. 提高学生的英语听、说、读、写综合能力。

1. 知识目标：- 学生能够理解课文的主要内容和结构。

- 掌握与食物相关的关键词汇和表达方式。

- 熟悉描述个人情感的表达方式。

- 掌握文中的一些语法点。

2. 能力目标：- 提高阅读技能：包括文本评估、略读和扫读。

- 扩展词汇量，尤其是与食物相关的词汇。

- 提升写作和认知能力。

3. 情感目标：- 培养学生对食物文化的兴趣。

- 鼓励学生积极参与课堂活动，培养合作精神。

#### 教学重点：- 课文内容理解和分析。

- 阅读技能的培养。

- 词汇和表达方式的掌握。

#### 教学难点：- 文中复杂句型的理解和运用。

- 阅读速度和效率的提高。

#### 教学准备：- 教师准备：PPT课件、课文朗读录音、词汇卡片、角色扮演剧本。

- 学生准备：预习课文，准备角色扮演。

##### 第一课时1. 导入（5分钟）：- 通过提问学生关于食物的话题，如“你最喜欢的食物是什么？”等，激发学生的学习兴趣。

2. 课文阅读（20分钟）：- 学生自主阅读课文，教师朗读课文，并讲解重点词汇和表达方式。

- 学生跟读课文，注意语音、语调。

3. 小组讨论（15分钟）：- 学生分组讨论课文内容，分享对文章的理解和感受。

- 教师巡回指导，帮助学生解决疑问。

4. 总结与反馈（10分钟）：- 教师总结本节课的主要内容，强调重点和难点。

- 学生反馈学习收获，提出疑问。

##### 第二课时1. 复习与巩固（10分钟）：- 通过游戏或练习，复习上一节课的重点词汇和表达方式。

2. 阅读技能训练（20分钟）：- 学生练习略读和扫读，找出文章的关键信息。

- 教师讲解阅读技巧，如快速定位、关键词搜索等。

3. 角色扮演（20分钟）：- 学生分组进行角色扮演，模拟课文中的场景。

- 教师观察并给予指导。

4. 写作练习（10分钟）：- 学生根据课文内容，撰写一篇关于食物的短文。

- 教师批改并给予反馈。

#### 教学反思：- 本节课通过多种教学方法，如小组讨论、角色扮演等，激发了学生的学习兴趣，提高了学生的阅读和写作能力。

教案名称：大学综合英语教学课时安排：2课时（90分钟）教学目标：1. 知识目标：- 学生能够掌握并运用日常英语交流中的基本词汇和语法结构。

- 学生能够理解和运用本节课所学的重点句型和表达方式。

2. 能力目标：- 学生能够听懂并能够运用日常英语进行简单的交流。

- 学生能够运用所学的词汇和句型进行口头表达和书面表达。

3. 情感目标：- 学生能够增强自信心，更加积极地参与英语交流和表达。

- 学生能够培养对英语学习的兴趣和热情。

教学内容：1. 词汇：本节课将引入一些与日常生活相关的词汇，如：weather、food、hobbies等。

2. 语法：本节课将复习和巩固基本的英语语法结构，如：现在时态、过去时态和将来时态。

3. 句型：本节课将学习一些常用的日常英语交流句型，如：How are you?、What's your name?、What do you like to do?等。

教学步骤：第一课时：1. 热身活动（10分钟）：教师与学生进行简单的英语对话，引导学生复习已学的词汇和句型。

2. 词汇教学（15分钟）：教师展示与日常生活相关的词汇，如：weather、food、hobbies等，并通过图片和例句帮助学生理解和记忆。

3. 语法复习（20分钟）：教师通过例句和练习题帮助学生复习和巩固基本的英语语法结构，如：现在时态、过去时态和将来时态。

4. 句型学习（15分钟）：教师展示一些常用的日常英语交流句型，如：How are you?、What's your name?、What do you like to do?等，并通过角色扮演和小组活动帮助学生进行口头表达和交流。

第二课时：1. 复习和回顾（10分钟）：教师通过问答和练习题帮助学生复习和巩固上节课所学的词汇、语法和句型。

2. 听力练习（15分钟）：教师播放一段英语对话或短文，要求学生听懂并能够回答相关问题。

3. 口头表达和交流（20分钟）：教师组织学生进行小组活动，要求学生运用所学的词汇和句型进行口头表达和交流，如：介绍自己的兴趣爱好、询问他人的喜好等。

教案课程名称：综合英语III课程代码：开课系部：外语系授课教师：授课班级：XX级英语本科班开课学期：201X-201X第一学期一、课程简介课程类别：专业必修课授课对象：本科英语专业学时学分：68学时；学分2分使用教材：杨立民，《现代大学英语》，外语教学与研究出版社，20XX 年。

参考教材：杨立民，《现代大学英语精读教师用书》，外语教学研究出版社，20XX年。

宋兴蕴，《现代大学英语全程辅导》，辽宁师范大学出版社，20XX年。

薄冰，《薄冰英语语法》，开明出版社，1998年。

Martin Hewings,Advanced Grammar in Use, Foreign Language Teaching and Research Press& Cambridge University Press, 2001, 1st Edition.Sally Wehmeier, Oxford Advanced Learner’s English-Chinese Dictionary, The Commercial Press& Oxford University Press, 2004, 6th Edition.二、教学目标语音：能自觉地模仿和正音，正确掌握多音节单词、复合词和句子的常见重音模式；初步掌握朗读和说话的节奏感，并注意轻重变化对意义表达的影响；初步掌握语流中的语音变化规律、连续、辅音爆破和语音同化的技巧以及陈述句、疑问句和祈使句的语调。

语法：掌握主谓一致关系、表语从句、宾语从句、定语从句和状语从句等句型、直接引语和间接引语的用法、动词不定式和分词的用法、各种时态、主动语态、被动语态和构词法。

词汇：通过基础英语课、阅读课和其他途径认知词汇达4000—5000个（其中含中学已学2100个），正确而熟练地使用其中的2000—2500个及其最基本的搭配。

翻译：能独立完成课程中的各种翻译练习，要求理解准确、语言通顺；能借助词典将难度相当于所学教材里的英语对话、短文、一般性题材的文字材料译成汉语，翻译速度为每小时约220个英语单词，要求译意准确，文字通顺；能借助词典将内容熟悉的汉语文字材料译成英语，翻译速度为每小时约170个汉字，要求译意准确，文字通顺。

课程名称：大学英语综合教程授课班级：XX级XX班授课教师：XXX课时安排：每周2课时，共8周教学目标：1. 帮助学生掌握大学英语的基本知识和技能，提高英语听说读写能力。

2. 培养学生的英语思维能力，提高跨文化交际能力。

3. 培养学生的自主学习能力，激发学习英语的兴趣。

教学内容：1. 大学英语综合教程1-4册课文2. 语法、词汇、听力、口语、阅读、写作等技能训练3. 文化背景知识介绍教学重点：1. 课文理解2. 语法知识3. 词汇积累4. 听力、口语、阅读、写作技能提升教学难点：1. 语法结构的理解与应用2. 词汇的记忆与运用3. 听力、口语、阅读、写作技能的提升教学过程：第一周：1. 导入：介绍课程目标和教学安排2. 课文学习：学习第一单元课文，进行词汇、语法讲解3. 听力训练：完成相关听力练习，分析错误原因4. 口语训练：进行角色扮演，提高口语表达能力第二周：1. 课文学习：学习第二单元课文，进行词汇、语法讲解2. 阅读训练：完成相关阅读练习，提高阅读理解能力3. 写作训练：完成写作练习，提高写作水平4. 文化背景知识介绍：介绍相关文化背景知识第三周：1. 课文学习：学习第三单元课文，进行词汇、语法讲解2. 听力训练：完成相关听力练习，分析错误原因3. 口语训练：进行角色扮演，提高口语表达能力4. 文化背景知识介绍：介绍相关文化背景知识第四周：1. 课文学习：学习第四单元课文，进行词汇、语法讲解2. 阅读训练：完成相关阅读练习，提高阅读理解能力3. 写作训练：完成写作练习，提高写作水平4. 文化背景知识介绍：介绍相关文化背景知识第五周：1. 复习前四周所学内容，进行单元测试2. 分析测试结果，总结学习经验3. 针对性问题进行辅导4. 介绍学习方法，提高学习效率第六周：1. 课文学习：学习第五单元课文，进行词汇、语法讲解2. 听力训练：完成相关听力练习，分析错误原因3. 口语训练：进行角色扮演，提高口语表达能力4. 文化背景知识介绍：介绍相关文化背景知识第七周：1. 课文学习：学习第六单元课文，进行词汇、语法讲解2. 阅读训练：完成相关阅读练习，提高阅读理解能力3. 写作训练：完成写作练习，提高写作水平4. 文化背景知识介绍：介绍相关文化背景知识第八周：1. 复习前四周所学内容，进行单元测试2. 分析测试结果，总结学习经验3. 针对性问题进行辅导4. 介绍学习方法，提高学习效率教学评价：1. 定期进行单元测试，了解学生的学习情况2. 根据学生反馈，调整教学内容和方法3. 鼓励学生积极参与课堂活动，提高英语实际运用能力教学资源：1. 大学英语综合教程1-4册2. 语法、词汇、听力、口语、阅读、写作等辅助教材3. 多媒体教学设备4. 网络资源备注：1. 教师应根据学生的实际情况，灵活调整教学内容和方法2. 鼓励学生课后自主学习，提高英语水平3. 关注学生的心理需求，营造良好的学习氛围。

教学目标：1. 提高学生的英语听、说、读、写四项基本技能；2. 培养学生的英语思维能力和跨文化交际能力；3. 增强学生的自主学习能力和团队合作精神；4. 激发学生对英语学习的兴趣，提高英语综合运用能力。

教学对象：大学一年级学生教学课时：2课时教学内容：1. 课文内容：本节课以《大学综合英语》教材为基础，选取适合学生水平的课文进行讲解；2. 词汇：重点讲解课文中的新单词和短语，并要求学生掌握其用法；3. 语法：针对课文中的语法点进行讲解，帮助学生巩固和提高；4. 听力：播放与课文内容相关的听力材料，提高学生的听力水平；5. 口语：组织学生进行口语练习，提高学生的口语表达能力；6. 写作：布置课后写作任务，提高学生的写作能力。

教学过程：第一课时一、导入1. 利用图片、视频等教学资源，激发学生的学习兴趣；2. 简要介绍本节课的教学目标。

二、课文讲解1. 阅读课文，让学生了解文章大意；2. 逐句讲解课文，讲解生词、短语和语法点；3. 组织学生进行讨论，加深对课文内容的理解。

三、词汇学习1. 列出课文中的新单词和短语，讲解其意思和用法；2. 组织学生进行词汇练习，巩固所学词汇。

四、语法讲解1. 针对课文中的语法点进行讲解；2. 通过例句和练习，帮助学生巩固语法知识。

五、听力训练1. 播放与课文内容相关的听力材料；2. 让学生完成听力练习，巩固所学知识。

六、口语练习1. 组织学生进行口语练习，提高学生的口语表达能力；2. 鼓励学生积极参与，大胆开口。

第二课时一、复习1. 复习第一课时所学内容，巩固所学知识；2. 针对学生的掌握情况，进行个别辅导。

二、写作训练1. 布置课后写作任务，要求学生运用所学知识进行写作；2. 组织学生进行写作练习，提高学生的写作能力。

三、总结1. 总结本节课的教学内容，强调重点和难点；2. 鼓励学生在课后继续学习和巩固所学知识。

教学评价：1. 学生在课堂上的参与度；2. 学生对所学知识的掌握程度；3. 学生在课后写作任务中的表现。

教学目标：1. 知识与技能目标：- 理解并掌握与“健康生活”相关的词汇和短语；- 能够运用所学词汇和短语进行日常交流；- 提高阅读理解能力，学会从文章中获取关键信息；- 提升写作能力，能够撰写一篇关于健康生活的短文。

2. 过程与方法目标：- 通过小组讨论、角色扮演等方式，提高学生的口语表达能力；- 通过案例分析、问题解决等活动，培养学生的批判性思维和创新能力； - 通过课堂互动，激发学生的学习兴趣，提高学习效率。

3. 情感态度与价值观目标：- 引导学生关注健康生活的重要性，树立正确的健康观念；- 培养学生的团队合作精神，提高人际沟通能力；- 增强学生的社会责任感，关注公共卫生问题。

教学重点与难点：1. 教学重点：- 掌握与“健康生活”相关的词汇和短语；- 提高阅读理解能力；- 培养写作能力。

2. 教学难点：- 运用所学词汇和短语进行口语交流；- 分析案例，提出解决方案。

教学过程：一、导入新课1. 教师通过图片、视频等方式展示健康生活的相关内容，激发学生的学习兴趣；2. 提问：同学们认为健康生活的重要性体现在哪些方面？二、词汇学习1. 教师带领学生学习与“健康生活”相关的词汇和短语，如：healthy living、diet、exercise、well-being、dietary habits 等；2. 学生跟读并尝试运用所学词汇和短语进行口语交流。

三、阅读理解1. 教师分发课文，学生自主阅读；2. 教师提问，检查学生对课文内容的理解；3. 学生分组讨论，分析课文中的案例，提出解决方案。

四、口语练习1. 学生进行角色扮演，模拟健康生活场景；2. 教师巡回指导，纠正发音和语法错误。

五、写作训练1. 教师布置写作任务：以“健康生活”为主题，撰写一篇短文；2. 学生根据要求进行写作；3. 教师批改作文，给予反馈。

六、课堂小结1. 教师总结本节课所学内容，强调健康生活的重要性；2. 学生分享自己的学习心得。

综合英语教案范文课程名称：综合英语教学目标：1.通过综合英语课程的学习，提高学生的英语听说读写能力。

2.培养学生的英语综合运用能力，使其能够在实际生活中流利地运用英语进行交流。

3.通过综合英语课程的学习，培养学生的跨文化交际意识，增强他们的国际视野。

教学内容：1.语音：发音、音标、重音和音节2.语法：句型、时态、语态、短语动词等3.词汇：单词的记忆、词汇的选择和运用等4.听力：听力技巧、听力训练和听力理解等5.口语：口语表达、口语训练和口语交流等7.写作：写作技巧、写作训练和写作表达等教学方法：1.听说读写并重：通过听、说、读、写四个方面的综合训练，加强学生的语言综合运用能力。

2.师生互动：教师与学生之间采取问答互动的方式，增加课堂的活跃性和学习的积极性。

3.小组讨论：将学生分成小组，进行语言交流和合作学习，培养学生的合作精神和团队意识。

4.案例分析：通过分析实际生活中的案例，引导学生进行讨论和思考，培养他们的综合分析能力。

教学步骤：Step 1：导入（10分钟）在导入环节，教师可以通过一段短视频或图片展示来激发学生的兴趣，引入本节课的主题。

Step 2：学习新知（30分钟）教师可以通过PPT或板书讲解本节课的重点内容，如音标、语法规则、词汇选择等。

同时，教师可以进行一些例句的分析和讲解，帮助学生理解和记忆。

Step 3：合作学习（20分钟）将学生分成小组，让他们合作进行一些口语练习、听力训练或阅读理解等任务。

教师在这个环节可以进行一对一的帮助和指导，加强学生的学习效果。

Step 4：案例分析（20分钟）教师可以选择一个实际生活中的案例，引导学生进行分析和讨论。

例如，学生可以讨论如何在海外旅行中与当地人交流、如何在跨文化环境中展示自己的优势等。

Step 5：练习与巩固（15分钟）让学生进行一些课堂练习，如填空、改错、问答题等，巩固本节课所学内容。

同时，教师可以布置一些课后作业，让学生在家继续加强学习。

一、课程名称：大学英语综合教程二、授课班级：英语专业大一三、授课教师：[教师姓名]四、授课时间：[具体日期]五、教学目标：1. 提高学生的英语听说读写能力，使学生在实际交流中更加流利自信。

2. 培养学生的跨文化交际意识，提高学生对不同文化背景下的交流方式的认知。

3. 拓展学生的知识面，提高学生的学术素养。

4. 增强学生的团队合作能力，提高学生的自主学习能力。

六、教学内容：本节课主要围绕“Unit 2 Learning is living”展开，通过阅读、讨论、角色扮演等形式，让学生深入了解学习的重要性，培养学生的学习兴趣。

七、教学重点与难点：教学重点：1. 理解文章的主旨和段落大意。

2. 掌握文章中的关键词汇和短语。

3. 学会运用文章中的语法结构和表达方式。

教学难点：1. 理解并运用文章中的复杂句型。

2. 学会分析文章中的文化差异。

八、教学方法与手段：1. 启发式教学：引导学生主动思考，激发学生的学习兴趣。

2. 任务型教学：通过完成任务，提高学生的综合运用能力。

3. 小组讨论：培养学生的团队合作能力，提高学生的口语表达能力。

4. 角色扮演：让学生在模拟真实场景中，提高实际交流能力。

九、教学过程：1. 导入新课（5分钟）- 利用多媒体展示与学习相关的图片或视频，激发学生的学习兴趣。

- 提问：你们认为学习的重要性是什么？2. 阅读理解（20分钟）- 学生阅读课文，完成阅读理解题。

- 教师针对阅读理解题进行讲解，帮助学生理解文章内容。

3. 词汇学习（10分钟）- 教师带领学生学习课文中的重点词汇和短语。

- 学生通过小组讨论，运用新学的词汇进行造句。

4. 语法讲解（10分钟）- 教师讲解文章中的复杂句型，并举例说明。

- 学生进行语法练习，巩固所学知识。

5. 小组讨论（15分钟）- 学生分成小组，讨论以下问题：- 学习对你来说意味着什么？- 你认为如何才能提高学习效果？- 各小组汇报讨论结果，分享学习心得。